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Self-report questionnaires are the predominant method used in human resource management (HRM) research to assess employees’ work-related psychological constructs (e.g., processes, states, and attributes). However, this method is associated with significant shortcomings, including the introduction of self-serving bias and common method variance when used exclusively. In this chapter, the authors challenge the assumption that individuals themselves are the only accurate source of the self-focused information collected in HRM research. Instead, the authors propose that other-ratings – ratings of a target individual that are provided by a workplace observer, such as a coworker, supervisor, or subordinate – can accurately assess commonly measured work-related psychological constructs. The authors begin by explaining the advantages of other-ratings for HRM research and practice, reviewing the history of other-ratings and how they emerged in the personality and person-perception literature, and outlining how they have been used in HRM research to date. Then, the authors build upon Funder’s (1995) realistic accuracy model to develop a theoretical argument detailing why workplace others should be able to accurately judge how another employee thinks and feels about work. Next, the authors highlight existing evidence in the literature on the accuracy of other-ratings and present the results of a preliminary meta-analysis on the ability of other-ratings to predict self-ratings of work-related psychological constructs. Finally, the authors discuss potential moderators of other-rating accuracy and reflect on a number of practical considerations for researchers looking to use other-ratings in their own work. The authors intend for this chapter to meaningfully contribute to the larger conversation on HRM research methods. Other-ratings are a simple, yet powerful, addition to the methodological toolkit of HRM researchers that can increase flexibility in research design and improve the overall quality of research.

In an attempt to promote sport employees’ well-being, the purpose of this paper is to examine the more traditional constructs of psychological capital (i.e. hope, efficacy, resiliency and optimism) and to feature the inclusion of authenticity, an often overlooked construct, among sport employees.

This conceptual paper is designed to create an expanded sport employee psychological capital construct, labeled A-HERO, and a subsequent theoretical model to improve their well-being.

In detailing a conceptual model of A-HERO for well-being, the model includes and explains the relationships among sport employee antecedents (i.e. sport employee identification, pride and passion), an organizational contextual variable (person–organization fit), and an important employee and organizational outcome (i.e. employee well-being) in contemporary sport organizations.

A-HERO offers a necessary first step for future theoretical research and empirical applications to improve sport employees’ well-being.

By elucidating the role of authenticity at work with traditional psychological capital constructs in the current sport industry, this paper stimulates sport business and management scholars to validate empirically the A-HERO construct and examine proposed relationships for an improved prediction of sport employees’ well-being.

Authentic leadership and psychological ownership appear to be at somewhat similar stage of construct evolution. In the present study, the author asks two research questions: first, how authentic leadership relates to psychological ownership and second, how dyadic duration influences this relationship. The paper aims to discuss these issues.

Using correlational research design, the author collected cross-sectional data from 182 Indian professionals working in various organizations in India. The author used structural equation modeling to test the study hypotheses.

The results showed that authentic leadership positively influenced organization-based promotive psychological ownership; however, it shared no relationship with preventive psychological ownership or territoriality. Relational transparency and self-awareness factorials of authentic leadership influenced belongingness and self-efficacy factorials of psychological ownership beyond what authentic leadership as the second-order factor could account for. Leader self-awareness negatively related to follower self-efficacy. Authentic leadership completely accounted for the effects of moral perspective and balanced processing factorials on psychological ownership. Dyadic duration was not found to have significant moderation effect.

Overall, the findings imply that authentic leadership may make followers dependent and allow less relational substitutability. Moral perspective may be more central to authentic leadership construct than self-awareness. Moreover, it may not be appropriate to consider territoriality as a part of psychological ownership construct.

The author believes that it is the first study to investigate the factorial-level interrelations between authentic leadership and psychological ownership. It can help in advancing authentic leadership theory and refining psychological ownership construct.

This study aims to investigate the relationship between leadership empowerment behaviour (LEB), employee psychological empowerment and employee attitudes (affective commitment and job satisfaction) and behavioural intentions (intention to stay).

The hypotheses were simultaneously tested on a sample of 380 frontline service employees, using structural equation modeling.

The paper found a direct relationship between leadership empowerment behaviour and job satisfaction and affective commitment. Psychological empowerment partially mediates these relationships. Employee attitudes were also shown to be related to intention to stay.

This study provides validation of the LEB construct in an individualized working context and suggests that psychological empowerment is a relevant construct to link LEB to employee attitudes and behavioural intentions. The cross‐sectional nature of this study restricts the clear pinpointing of temporal causal relationships within the empowerment process. Furthermore, common method bias might have inflated correlations between constructs.

The LEB dimensions provide organizations with concrete behaviour that leaders should emphasize in order to foster employee commitment, satisfaction and loyalty to the company.

This is the first paper that studies the relationship between leadership empowerment behaviour and the multi‐dimensional conceptualization of psychological empowerment. It aims to gain further insights into the relationship between structural and psychological perspectives on empowerment and clarifies how these constructs relate to employee attitudes and behavioural intentions.

The field of entrepreneurship is dotted across different paradigms. Measuring entrepreneurial intention automatically needs to incorporate insights from the psychological approach and behavioural approach. The purpose of this study was to develop and test a comprehensive structural equation model which combines both psychological and behavioural perspectives aiming to identify what variables have influence on entrepreneurial intention of secondary students.

This research was developed involving a sample of secondary students. The method of data collection was a survey by self‐administered questionnaire, to two secondary student classes, with several groups of questions related to demographic characteristics, behavioural and psychological constructs and entrepreneurial intention. Data was analysed using structural equation modelling (SEM).

The results show that need for achievement, self‐confidence, and personal attitude positively affect entrepreneurial intention. Furthermore, subjective norms and personal attitude affect perceived behavioural control. These findings could have a significant impact on knowledge of the contributions of behavioural and psychological theories to the entrepreneurial intention.

Understanding of the ways in which several psychological and behavioural characteristics influence the entrepreneurial intention could help to advance our knowledge of the entrepreneurial process. Educational systems need to be oriented to emphasize and value entrepreneurship in order to promote an enterprise culture. Methods to teach entrepreneurship should also be explored further.

This is one of the first studies to provide evidences of the entrepreneurial intention explained by several constructs related to psychological and behavioural characteristics in a 14‐15‐year‐old student population. Additionally, most studies of the entrepreneurial intention associated to these approaches have been mostly conceptual, and the few empirical studies have not used structural equation modelling. The use of these statistical tests helps to overcome the limitations evident in conceptual studies and provide evidence of the relationships between behavioural and psychological traits simultaneously.

The employee-organization relationship (EOR) has increasingly become a focal point for researchers in organizational behavior, human resource management, and industrial relations. Literature on the EOR has developed at both the individual – (e.g. psychological contracts) and the group and organizational-levels of analysis (e.g. employment relationships). Both sets of literatures are reviewed, and we argue for the need to integrate these literatures as a means for improving understanding of the EOR. Mechanisms for integrating these literatures are suggested. A subsequent discussion of contextual effects on the EOR follows in which we suggest that researchers develop models that explicitly incorporate context. We then examine a number of theoretical lenses to explain various attributes of the EOR such as the dynamism and fairness of the exchange, and new ways of understanding the exchange including positive functional relationships and integrative negotiations. The article concludes with a discussion of future research needed on the EOR.

The purpose of this conceptual paper is to develop the construct of affective commitment in business‐to‐business relationships between customers and suppliers, as well as to introduce the psychological contract as a central antecedent to affective commitment.

A review of the literature on psychological contracts and relationship marketing relating to affective relationship commitment was conducted to make a theoretical contribution in a buyer‐supplier relationship context.

By focusing on the individual and incorporating relevant mental processes, theories on affective commitment have been developed. A model and propositions concerning the impact of psychological contracts on affective relationship commitment are suggested, where the psychological contract plays a central role in mediating the effects of several antecedents to affective commitment.

By focusing on the individual's role in affective relationship commitment, this paper contrasts with much of the earlier research, which has used the firm as the unit of analysis. For practitioners, using such an approach will provide a more realistic view of the dynamics in the relationship.

This study makes two main contributions. First, it develops conceptual clarity of the affective commitment construct by putting a clear focus on the individual. Second, it proposes a model that describes the influence of several antecedents to affective commitment, suggesting a central role of psychological contracts in explaining the presence of affective commitment in business‐to‐business relationships.

The aim of this paper is to examine the usefulness of the stimulus-organism-response (S-O-R) model for systematizing and further exploring the knowledge of the role of entrepreneurship education (EE) in fostering students' entrepreneurial mindset (EM). Current research studying the EM in an educational setting often fails to conceptualize this mindset and its attributes rigorously and to include epistemological considerations regarding how the authors can know whether a person has developed an EM or not.

The authors test the S-O-R model by combining it with a critical realist approach to develop a conceptual model for understanding the EM and its development in an educational setting.

The authors identify eight psychological constructs that represent markers of the EM. The authors further surface the multi-causal characteristic of learning in EE. The authors' model cannot be applied to detect causal relationships, but it is useful in exploring potential causal tendencies and plausible explanations of the mechanisms and circumstances of EE, which may, in concert, potentially foster the psychological attributes associated with an EM.

The paper addresses the often-overlooked epistemological considerations related to how the authors can know anything about psychological and theoretical constructs, such as the EM. A conscious discussion about how the authors can develop knowledge and insight about the EM and how individuals develop it is critical to justify a continued focus on the EM in EE.

Knowledge loss caused by employee exit has become a significant corporate risk. This paper aims to explore how to measure the impact of knowledge loss. The paper is based on empirical evidence from a five-year longitudinal study.

This paper is based on a longitudinal change project for a large Australian Research Council Linkage Project grant in the period 2008-2013. The method was a single case study using a critical realism paradigm. The project was a transformational change programme which aimed to help make the partner organization a learning organization to minimize the impact of knowledge loss. The partner organization was a large Australian Government Department, which faced the threat of knowledge loss caused by its ageing workforce. The sample was 118 respondents, mainly engineering and technical workers. A total of 150 respondents were invited to participate in the study which involved an annual survey and attendance at regular training workshops and related activities, with a participation rate of 79 per cent.

The results found that knowledge loss has most negative impact in terms of organizational problems including low productivity (morale), strategic misalignment of the workforce (capability gaps), resource cuts (stakeholders unhappy with performance), decreased work quantity and quality (inexperienced employees), work outputs not being used (customers mistrust), longer time to competence (learning cost) and slow task completion (increased search cycle time). The second most significant impact was increased sense of risk associated with work activities and declining capacity to manage the risk. The third main impact was decreased organizational knowledge base: knowledge loss creates knowledge deficit which is unlikely to be filled over time, as shown by the knowledge accounts of surviving employees which remained stable overall. The two remaining measurement constructs – psychological contract and learning organizational capacity – improved, which suggests that the negative impact of knowledge loss may be addressed with appropriate knowledge management.

The research is based on a single case study in a public sector organization. While the longitudinal nature of the study and the rich data collected offsets this issue, it also presents good opportunities for researchers and practitioners to test the ideas presented in this paper in other industry contexts. The complexity and range of the constructs, concepts and scale items is acknowledged. Tables have been used wherever possible to help the reader access the findings.

Knowledge loss is perhaps the greatest corporate risk facing organizations today. This paper provides a method to measure the impact of knowledge loss. Managers may use this to assess the significance of the risk and use this as a business case to take action to minimize the impact of knowledge loss.

Prior research has found knowledge loss has caused decreased psychological contract, lost organizational memory, inefficiency and ineffectiveness and declining capability; however, these concepts are discussed in broad terms only. This paper addresses the need for measurement concepts which helps us understand the nature of the impact of knowledge loss. Five knowledge loss concepts are developed: knowledge resources, psychological contract, learning organization capacity, risk management and organizational problems. The results are based on a large-scale longitudinal study providing empirical evidence of change over a three-year period, situated within the context of a research intervention, i.e. knowledge management programme.